These Assessment Ideas use the Six Facets of Understanding to allow students to demonstrate deeper understanding throughout the unit as opposed to more traditional recall assessment.
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If you have additional assessment ideas, please post them in the "Discussion" area above. Explanation: Students will show and tell examples of foods, words, and activities that they see in daily life that were brought to MA by immigrants.
Application: Students will create a timeline of major groups that immigrated to MA. This will be related to the Boot Mills field trip we attend.
Perspective: Students will compare and contrast reasons for immigration in the past to reasons for immigration in the present.
Self-Knowledge: Students will write, illustrate, or act out how their life would be different if an ancestor had never immigrated to MA.
Empathy: Students will choose a country and time period and journal about the immigration process. They will include what it would be like to be arrive in a new country alone.
Interpretation: Students will order the reasons for immigration from most to least important and use debate to defend the order they chose.
Explanation: Students will show and tell examples of foods, words, and activities that they see in daily life that were brought to MA by immigrants.
Application: Students will create a timeline of major groups that immigrated to MA. This will be related to the Boot Mills field trip we attend.
Perspective: Students will compare and contrast reasons for immigration in the past to reasons for immigration in the present.
Self-Knowledge: Students will write, illustrate, or act out how their life would be different if an ancestor had never immigrated to MA.
Empathy: Students will choose a country and time period and journal about the immigration process. They will include what it would be like to be arrive in a new country alone.
Interpretation: Students will order the reasons for immigration from most to least important and use debate to defend the order they chose.